School San Jose National High School Grade Level Grade 9

Daily Teacher MS. APRIL L. AQUINO Learning Area Mathematics

Lesson Teaching
Dates and Quarter FOURTH
Log Time

I. OBJECTIVES
The learner demonstrates understanding of key concepts of parallelograms and triangle
A. Content Standards
similarity.
The learner is able to investigate, analyze, and solve problems involving parallelograms and
B. Performance Standards
triangle similarity through appropriate and accurate representation.
C. Learning Competencies/ M9GE-IIIg-h-1: Proves the conditions for similarity of triangles.
Objectives Write the LC code 1. Prove the condition for similarity of triangles using the triangle angle bisector theorem.
for each 2. Apply the triangle angle-bisector theorem in solving for the unknown side of a triangle.
II. Content
Lesson 4: Triangle Angle Bisector Theorem
III. Learning Resources
A. References TG and LM
1. Teacher’s Guide pages Localized Module pages: 242 – 247 and Learner’s Module page: 247 - 249
2. Learner’s Materials pages 376 – 378
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources Activity sheets, Laptop, TV
IV. Procedures
Activity 1: JUMBLED LETTER
Directions: Determine the word using their meaning.
1. ROTCESIB – one that bisects.
A. Reviewing previous lesson or
2. NAGTIERL – a polygon consisting of three sides.
presenting the new lesson
3. ALENG – the figure formed by two lines extending from the same point.
4. HEOERTM - an idea accepted or proposed as a demonstrable truth often as a part of a
general theory.
Activity 2: Construct and Discover! (Triangle Angle Bisector Theorem)
Directions: Follow the instructions below and answer the questions.
1. Construct a triangle and name it ΔABC
2. Construct the angle bisector of ∠A and name its endpoint on ̅̅̅̅
𝐵𝐶 as X.
3. Measure the following segments and record the lengths in the table below.(Round to
the nearest tenth of a centimeter)
AB BX
AC XC
4. Complete the following ratios:(Simplify if necessary)
𝐴𝐵 𝐵𝑋
= , =
𝐴𝐶 𝑋𝐶
B. Establishing a purpose for the
lesson
5. What can be said about the two ratios?
Questions:
1. How do you find the activity?
2. What conclusion can you make about the angle bisector of a triangle?
Rubrics
Criteria Outstanding Satisfactory Developing Beginning Rating
(4) (3) (2) (1)
Accuracy
Mathematical
Justification
Cooperation
and
Participation
Illustrative Example
̅̅̅̅.
1. Given ∆𝐴𝐵𝐶 with angle bisector 𝐴𝐷
If ̅̅̅̅ ̅̅̅̅ = 7,and ̅̅̅̅
𝐴𝐵 = 4, 𝐴𝐶 𝐵𝐷 = 3. Find ̅̅̅̅
𝐶𝐷 .

Solution:
C. Presenting examples / Form proportion using Triangle-Angle Bisector Theorem.
Instances of the new lesson

4 3
=
7 𝑥
4𝑥 = 21
21
𝑥= = 5.25
4
 2. ̅̅̅̅
𝑋𝑍 bisects ∠𝑊𝑍𝑌.
a. Form at least two proportions based on the given.
b. Suppose WY = 20, WX = 8, and ZY = Y
30. What is WZ?

Solution:
𝑊𝑋 𝑊𝑍 𝑊𝑍 𝑌𝑍
a. = and =
𝑋𝑌 𝑌𝑍 𝑊𝑋 𝑋𝑌

𝑊𝑍 𝑊𝑋
b. =
𝑌𝑍 𝑋𝑌
𝑊𝑍 8
=
30 12
12𝑊𝑍 = 240
𝑊𝑍 = 20

 Discuss another example wherein the ratio of the two side contains the variable x then
solve for x, RV and VT

D. Discussing new concepts and

practicing new skills #1

 Discuss more complicated example. Solve for y, TU, and ST.

E. Discussing new concepts and

practicing new skills #2

Activity 3: Contest By-Pair

F. Developing mastery (Leads to
Directions: Conduct a contest by pair on the board to solve for the missing side of a given
Formative Assessment)
triangle applying triangle-angle bisector theore.

Activity 4:
Mang Ador has a triangular garden that will be planted by two different vegetables. He wants to
G. Finding practical applications of
divide the triangular lot into two parts wherein the division is a segment parallel to one side of
concepts and skills in daily
the lot and he wants to divide the other two sides in the ratio 2:3. The sides of the lot are 12
living
meters, 20 meters and 24 meters. Make a possible design of the new garden. Indicate side
lengths.

Things to Remember:
H. Making generalizations and  Triangle Angle-Bisector Theorem
abstractions about the lesson If a segment bisects an angle of a triangle, then it divides the opposite side into segments
proportional to the other two sides.

QUIZ:
Directions: Choose the letter of the correct answer.
1. Triangle-Angle Bisector Theorem states that if a segment bisects an angle of a triangle, then
it divides the opposite side into segments _____ to the other two sides.
a. different b. proportional c. congruent d. not equal

Use the figure at the right to answer questions number 2-3.

I. Evaluating learning

2. The angle-bisector of the triangle is the segment_______.

a. AB b. AD c. AC d. BC

3. Which of the following is the correct proportional side of the above figure?
𝐴𝐵 𝐵𝐷 𝐴𝐵 𝐷𝐶 𝐴𝐵 𝐵𝐷 𝐴𝐵 𝐵𝐶
a. = b. = c. = d. =
𝐴𝐶 𝐷𝐶 𝐴𝐶 𝐵𝐷 𝐴𝐶 𝐵𝐶 𝐴𝐶 𝐷𝐶

4. Solve for the missing sides of the figure at the right.

a. 312 c. 92.86
 b. 222.86 d. 182

5. Solve for the value of x.

a. 14 b. 35
c. 53 d. 140

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners of learners who earned
80% on the formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?